The Application Of Problem-based Teaching In The High School Humanities Geography Classroom

"Problem-based teaching",as an educational guidance tool,can bring rich practical meaning to high school geography classroom teaching,as illustrated by the emphasis on it as an implementation recommendation in the 2020 edition of the general high school geography curriculum standards.Most of the studies on the application of problem-based teaching in high school geography classrooms have focused on the overall development of the teaching process and problem-solving strategies,but few have paid attention to the problematization of knowledge and knowledge problem chains in the application of problem-based teaching.This study investigates the current situation of problem-based teaching in the high school geography classroom,analyses the causes of the poor application of problem-based teaching at both teacher and student levels,designs a case study from the perspectives of problematizing knowledge and chaining problems,and reflects on the case study and proposes strategies to improve problem-based teaching on this basis.The case is reflected on and on the basis of which strategies for improving problem-based teaching are proposed,with the aim of optimising the practical effects of problem-based teaching in the high school geography classroom.This study is divided into five parts.The first part is the introduction.This part sorts out the theoretical and practical significance of this study from three dimensions: the development background of the new era,the current situation of the development of the geography discipline and the feasibility of problem-based teaching in the high school geography classroom,on the basis of which the objectives and methods of the study are further clarified.The second part analyses the current situation of problem-based teaching in the high school geography classroom.The interview results show that students’ awareness of problems in geography is weak and they lack a strong interest in learning.At the same time,teachers’ knowledge of problem-based teaching is insufficient,their practical skills are not strong and their teaching philosophy is weak,and the reasons for this are analysed.In the third part,the teaching cases are designed in three dimensions: problematization of knowledge,problem chaining and questioning strategies,in which the cultivation of students’ awareness of problems,subjectivity and cooperation is emphasized.The fourth part deals with case reflections and enhancement strategies for problem-based teaching in high school geography.Clear guidance,a grasp of conceptual understanding and targeted delivery of teaching are valuable lessons for reflecting on the case.In addition,the use of information technology,the construction of a learning community and the creation of a questioning environment can also be used to transcend and enhance problem-based teaching.In the fifth part,the research conclusions and outlook are presented to address the shortcomings of this paper and the directions for future research development.